few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Perform arithmetic operations on polynomials.

Use polynomial identities to solve problems.

Generate and analyze patterns.

Gain familiarity with factors and multiples.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand properties of multiplication and the relationship between multiplication and division.

Work with radicals and integer exponents.

Add and subtract within 20.

Understand the connections between proportional relationships, lines, and linear equations.

Understand the relationship between zeros and factors of polynomials.

Use the four operations with whole numbers to solve problems.

Interpret the structure of expressions.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Represent and solve equations and inequalities graphically.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Work with equal groups of objects to gain foundations for multiplication.

Multiply and divide within 100.

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Analyze patterns and relationships.

Solve systems of equations.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Create equations that describe numbers or relationships

Understand and apply properties of operations and the relationship between addition and subtraction.

Write expressions in equivalent forms to solve problems.

Rewrite rational expressions.

Write and interpret numerical expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.
problem_activity: Narrative
The purpose of this activity is for students to use their data to generate questions and represent the answer using an equation. Then students take turns asking and answering each other’s questions.
Action and Expression: Internalize Executive Functions
.
Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Students need access to the survey data used in the previous activity.
Launch
Groups of 2
“We’re going to use our data again. This time we will create how many more and how many fewer questions about your data that you will ask your classmates to answer.”
Read the task statement.
“Use the categories in your survey data to complete the questions. You do not need to answer the questions."
3 minutes: independent work time
Activity
"Take turns asking and answering questions with your partner. After asking your question, let your partner show their work in your book."
10 minutes: partner work time
Student Facing
How many more students liked________________________________
than liked _______________________________?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
How many fewer students liked ________________________________
than liked _______________________________?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Write another story problem you could ask about your data.
Equation: ________________________________
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
"Clare asked, 'How many more students like pizza than burgers?' Her partner said six more people like pizza than burgers and wrote
\(10 - 4 = 6\)
."
“How could we turn this ‘more than’ question into a ‘fewer than’ question? Does this change the equation you would write? Why or why not?"


correct_option_index: 14